Cooperative learning and the autonomy of pupils in teaching

Abstract

All modern education systems aspire to form an autonomous personality, free from external domination, socially responsible. Therefore the desired objectives of education today such as independence, creativity, capability of deciding for oneself, autonomous thought, cognitive flexibility, ability to set and solve problems, have replaced the traditional objectives in education the essence of which was to help children acquire a certain fund of knowledge and to enable them to successfully solve some tests. The methods of cooperative learning, by their structure of study, the type of interactions among pupils, the structure of authority and other elements contribute successfully to the development of the qualities and abilities of the pupils that make a personality autonomous. The cooperative learning should not be only additional to the traditional individual-competitive method of work in teaching, but should make a greater part of context of learning. The first step in the wider application of these methods in our school practice is the appropriate preparation of teachers.

Težnja svih savremenih obrazovnih sistema je da se formira autonomna ličnost, oslobođena spoljašnje dominacije, socijalno odgovorna. Zato su poželjni ciljevi obrazovanja danas - nezavisnost, kreativnost, sposobnost samostalnog odlučivanja, autonomno mišljenje, kognitivna fleksibilnost, sposobnost rešavanja i postavljanja problema - zamenili tradicionalne obrazovne ciljeve čija je suština bila u tome da se deci pomogne da steknu određeni fond znanja i da se osposobe da uspešno rešavaju određene testove. Metode kooperativnog učenja svojom strukturom cilja učenja, vrstom interakcija među učenicima, strukturom autoriteta i ostalim elementima uspešno doprinose razvoju onih osobina i sposobnosti učenika koje čine autonomnu ličnost. Kooperativno učenje ne bi trebalo da bude samo dopuna tradicionalnom individualno-kompetitivnom načinu rada u nastavi, već bi trebalo da čini veći deo konteksta za učenje. U tom smislu, prvi korak ka široj primeni ovih metoda u našoj školskoj praksi predstavlja adekvatna priprema nastavnika.